Gabarito disponível
Texto-base:
Leia o texto e responda às questões de números 44 a 46.
The discussion of the worldliness of English (…) suggests that it is impossible to separate English from its many contexts, and therefore, that the idea that it might be possible to ‘just teach the language’ - is (…) indefensible. (…) To teach is to be caught up in an array of questions concerning curriculum, educational systems and classroom practices: (1) whose knowledges and cultures are given credence? (2) to what extent does an educational system reproduce social and cultural inequalities? And (3) what understandings of language, culture, education, authority, knowledge or communication do we assume in our teaching?
(PENNYCOOK, A. The cultural politics of English as an international language. Adaptado).
According to Daniels and Hedegaard (2011/2013), one can say that the greatest challenges for teachers to formulate their actions in classes with students with disabilities would be the
Leia o texto e responda às questões de números 44 a 46.
The discussion of the worldliness of English (…) suggests that it is impossible to separate English from its many contexts, and therefore, that the idea that it might be possible to ‘just teach the language’ - is (…) indefensible. (…) To teach is to be caught up in an array of questions concerning curriculum, educational systems and classroom practices: (1) whose knowledges and cultures are given credence? (2) to what extent does an educational system reproduce social and cultural inequalities? And (3) what understandings of language, culture, education, authority, knowledge or communication do we assume in our teaching?
(PENNYCOOK, A. The cultural politics of English as an international language. Adaptado).
According to Daniels and Hedegaard (2011/2013), one can say that the greatest challenges for teachers to formulate their actions in classes with students with disabilities would be the
Resolução comentada
Segundo Daniels e Hedegaard, o maior desafio dos professores com alunos com deficiência é a falta de formação na área.
Conforme o gabarito oficial, o principal desafio para o professor planejar suas ações em turmas com alunos com deficiência é a falta de formação docente em deficiências e educação especial.
Análise das alternativas
A, B, C e D apontam fatores externos (apoio governamental, intervenção da gestão, livro didático, disposição física da sala) que não são destacados como o maior desafio na obra.
Referência: DANIELS, H.; HEDEGAARD, M. (orgs.). Vygotsky and special needs education (2011/2013).
Resolução comentada do VaiConcursos.